1. Line Words I don’t
understand
Paraphrase What does the
line mean?
Hold fast to
dreams
strong, close, and
steadfast, e.g. in a
relationship
Grasp tightly to
goals
The speaker
urges the reader
to not give up on a
dream.
For if dreams die
Life is a broken-
winged bird

2. Nature’s law
Natural law or the law of nature (Latin:
lex naturalis) is a theory that posits the
existence of a law whose content is set by
nature and that therefore has validity
everywhere.[1] oxygen

3. Paragraph
Bread/Topi
c Sentence
The speaker urges the reader to not give up on a dream.
Meat/
Supporting
example
The poem begins with a request, “Hold fast
to dreams”.
Bread/
analysis
Life without a dream is pointless. The
speaker asks the reader to keep a
tight grasp on their dreams.

4. Figurative Language Test
Write the following poem on your paper
“You Are to Me…”
My dreams fell like the leaves
Of the tree
That protects and loves me
As the house I live in.
My house is my home I call
You.

5. Number 4
4.
 Simile- Dreams and leaves are being
compared using like.
 Personification- The tree is given human
qualities because it “loves” and “protects” the
speaker.
 Metaphor- “House” and “you” are being
compared but not using like or as.
Extra Credit- compare the 1st
test with the “Redo”
test. Think about your mistakes. What did you
learn by reviewing the second test? What did
you do wrong on the 1st
test?

6. Figurative Language Test
Write down and answer the following
questions-
1. What are the three components of
figurative language?
2. Describe each component- 3 points
3. Identify the three forms of figurative
language in the poem you wrote on your
paper.
4. How is this an example of each
component? 3

7. Objectives
– Summarize in your note book
 Academic Standard:
 A.12.2- Explain the structure of selected classical and contemporary works of literature,
in whole and in part, from various cultures and historical periods, and illustrate ways in
which authors use syntax, imagery, figures of speech, allusions, symbols, irony, and
other devices in the context of history, culture, and style.
 B.12.2- Students in Wisconsin will write clearly and effectively to share information and
knowledge, to influence and persuade, to create and entertain.
 C.12.1- Listen to understand and will speak clearly and effectively for diverse
purposes.
 Content Standard:
 Know the characteristics of good writing. (organization, voice, word choice, ideas,
conventions)
 Listening skills, and read fluently and expressively before an audience.
 Performance Standard:
 Can you analyze a poem and write a 5 paragraph essay about your chosen poem?
 Can you identify a poem’s rhyme scheme?
 Can you identify a poem’s imagery?
 Can you identify a poem’s figurative language?
 Can you show good listening skills and read fluently and expressively before and
audience?

8. Basic Essay Structure
Include the following in your notes.
You will have a test on this.
It will be on the final exam.

9. Format
Introduction
Body
Conclusion
Double space your essay
Indent to indicate a new paragraph
No spaces in between a paragraph
12 point font
Times New Roman

10. Introduction
General statement
Main Topic A
Main Topic B
Main Topic C
Thesis statement

11. Main Topic A, B and C
Topic Sentence
Your words
The point you’re trying to make that backs up the thesis
statement
Supporting Detail
Facts
Line from a poem
Detail from the story
Statistic
Analysis
You should write at least three sentences of analysis
These are your words
Bread/Topic Sentence
Meat/Sup.Detail
Bread/Analysis

12. Practice making a “sandwich”
Texting while driving is dangerous.
Write a sentence that supports that statement (and
will introduce the statistic):
First, texting while driving can have fatal
consequences.
Insert Statistic: “Each year, 21% of fatal car
crashes involving teenagers between the ages
of 16 and 19 were the result of cell phone
usage.”
Now write three sentences that support your
position (keep the stat in mind)-
____________________________________

13. Result- Let’s hear some examples

14. Practice making a “sandwich”
Thesis: Women should not stay in abusive
relationships.
Write a sentence that supports that statement (and
will introduce the statistic):
First, women who are in abusive relationships run
the risk of being killed.
Insert Statistic: Statistic: “In 1995, 7 percent of all
murder victims were young women who were
killed by their boyfriends.” ()
Now write three sentences that support your
position (keep the stat in mind)-
____________________________________

15. Result- Let’s hear some examples

16. Conclusion enormous
Thesis Statement
Main topic A, B, and C
Closing statement
Consider it a bow that ends your essay. It
leaves your reader with a final thought.

17. Review Grammar
Basic Sentence
Subject + Verb = I ran
Commas
Coordinating conjunction
She went to the store, but she forgot to buy butter.
FANBOYS = For, And, Nor, But, Or, Yet, So
Dependent clause, Independent clause
Since we arrived to school early, we went inside
and worked on our homework.

18. Poetry Analysis
Pick up a handout
Review
Choose a poem
Write poem in your notebook
Write the chart in your notebook
Paraphrase each line
Complete the rest of the chart

19. Public Speaking
Making eye contact with the crowd
Reading out loud and modulating your
voice
Modulating: transitive verb to change the tone,
pitch, or volume of sound, e.g. of a musical
instrument or the human voice

20. Listening skills
The U.S. Department of Labor wrote the
following about good listening skills in the work
place.
Why You Need Good Listening Skills
better understand assignments and what is expected of
you;
build rapport with co-workers, bosses, and clients;
show support;
work better in a team-based environment;
resolve problems with customers, co-workers, and
bosses;
answer questions; and
find underlying meanings in what others say.

21. How to show you are listening
maintain eye contact;
don't interrupt the speaker;
sit still;
nod your head;
lean toward the speaker;
repeat instructions and ask appropriate
questions when the speaker has finished.
*this works well in relationships as well*

22. Model

23. Guided Practice

24. Assessment

25. Independent Practice

26. Differentiated Instruction for grade, skill
and language differences

27. Reflect on what you learned
Review the learning objective.
Did you meet the objective? Yes or no.
If yes, how do you know you met the objective?
If no, how do you know you did not meet the
objective?
What do you want to learn more about this
subject?
What can Mrs. Navejar do to make this lesson
more interesting?